Teaching English Language and Literature 16-19

 
 
Routledge (Verlag)
  • 1. Auflage
  • |
  • erscheint ca. am 29. Oktober 2020
 
  • Buch
  • |
  • Softcover
  • |
  • 176 Seiten
978-0-367-32204-5 (ISBN)
 
This book offers both a scholarly and practical overview of an integrated language and literature approach in the 16-19 English classroom. Providing a comprehensive overview of the identity of the subject, it outlines the pedagogical benefits of studying a unified English at post-16 and provides case studies of innovative classroom practice across a range of topics and text types.

Including contributions from practising teachers and higher education practitioners with extensive experience of the post-16 classroom and drawing on a range of literature, this book covers the teaching of topics such as:

Mind style in contemporary fiction

Comparative poetry analysis

Insights from linguistic cohesion

Criticality through creative response

Written to complement the two other Teaching English 16-19 titles in the NATE series, Teaching English Language and Literature 16-19 is the ideal companion for all practising A-level English teachers, of all levels of experience.
  • Englisch
  • London
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für Beruf und Forschung
  • 15
  • |
  • 14 s/w Zeichnungen, 1 s/w Photographie bzw. Rasterbild, 7 s/w Tabellen, 15 s/w Abbildungen
  • |
  • 15 b/w images, 7 tables, 1 halftone and 14 line drawings
  • Höhe: 248 mm
  • |
  • Breite: 171 mm
978-0-367-32204-5 (9780367322045)
weitere Ausgaben werden ermittelt
Furzeen Ahmed is an Associate Lecturer at the University of Derby, UK.

Marcello Giovanelli is Senior Lecturer in English Language and Literature and Head of English at Aston University, UK.

Megan Mansworth is a doctoral researcher in literary linguistics at Aston University, UK and teaches English both at secondary and university level.

Felicity Titjen is Head of Subject for English Language at Aquinas College in Stockport, UK.
Introduction
Furzeen Ahmed, Marcello Giovanelli, Megan Mansworth and Felicity Titjen

Chapter 1: Teaching English Language and Literature
Marcello Giovanelli

Chapter 2: Teaching Sentence-level Analysis in Fictional Texts
Steve Collins

Chapter 3: Teaching Language Methods to Support Analysis
Angela Brown

Chapter 4: Teaching Non-Literary Texts
Furzeen Ahmed

Chapter 5: Teaching Modal Shading Through Recast Activities
Jennifer Brenzer

Chapter 6: Teaching Criticality Through Creative Response to Literature
Felicity Titjen

Chapter 7: Teaching Characterization and Voice Using The Great Gatsby
Elizabeth Peers

Chapter 8: Teaching Narrative Voice in Browning's Dramatic Monologues
Vicki Langlois

Chapter 9: Teaching Point of View in Frankenstein
Gwen Nelson

Chapter 10: Teaching Mind Style in Contemporary Fiction
Kirsty Rogerson

Chapter 11: Teaching the Context of Dracula
Holly Wimbush

Chapter 12: Teaching Drama Using Discourse Analysis
Megan Mansworth

Chapter 13: Teaching Prosodics in Drama Texts
Sarah Rogerson

Chapter 14: Teaching the Language of Poetry
Lesley Nelson-Addy

Chapter 15: Teaching Comparative Poetry Analysis
Megan Mansworth

Chapter 16: Teaching Poetry: Insights from Linguistic Cohesion
Kingsley O. Ugwuanyi, Onyedika A. Okodo and Mathias O. Chukwu

Coda
Ian Cushing
"This book is an excellent addition to any English teacher's bookshelf. Its informative introduction provides a very engaging overview of historical approaches to English teaching, successfully persuading readers of the importance of stylistics and offering a strong platform for the chapters that follow. Chapters all share good practice, offer practical steps to take in lessons and helpfully follow a teacher's train of thought regarding teacher and student tasks.





The book acts as a great support and coach for practitioners, experienced or otherwise. Some chapters are must-reads and, where others explore more challenging concepts, you are carefully guided by relatable and reliable authors. Crucially, it offers very clear, practical teaching of language and demonstrates how to put it into action in analytical and creative tasks that students will find engaging. It is, however, more than a 'how to teach this book' guide. Each short and accessible chapter provides rigorous academic and pedagogical context. The reader is left educated and feels reassured.





Notably, this book gives welcome time and space to unpacking and exploring some of the key introductory ideas to be found in current textbooks. This text is a very different next step on from that and will be welcomed by teachers who might be overwhelmed by the idea of teaching literature through language, or who seek fresh thinking on approaches to familiar literary texts." - Nick King, King George V College, Southport, UK








"This fascinating collection of essays seeks to bridge what Giovanelli describes as 'the lang-lit problem' in the teaching of English. It traces some of the historical routes of this dichotomy, arguing that stylistics can bring an extra dimension to the teaching of texts and students' understanding of them. These approaches are exemplified through practical examples from a diverse range of texts including The Kite Runner, Frankenstein, The Great Gatsby, A Streetcar Named Desire and an assortment of poetry. Thoughtful and dynamic, this is a great starting point for any teacher of English at A-level." - Rachel Roberts, University of Reading, UK











"In 1921, Sir Henry Newbolt wrote that a university School of English should comprise both language and literature. Yet today university English is usually defined as English Literature, while language study in schools is often subsidiary to the study of literary works. This book outlines the historical development of this compartmentalisation and shows how integrated study could offer students a much richer and more useful experience by revealing the grammar of the literary and non-literary text. Fifteen case studies by practitioners in post-16 English education demonstrate how this can be done. It will be of enormous interest and help to teachers of English at every level." - John Hodgson, University of the West of England, UK

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